Assessing Pupils' Progress (APP) has been developed for use in schools in England and Wales to enable them to apply Assessment for Learning (AfL) consistently across both the secondary and primary National Curriculum. APP assessment guidelines were finalised in 2008 for Mathematics, English, Science and ICT. Initial development of APP was undertaken by the National Strategies but is now overseen by the Qualifications and Curriculum Development Agency (QCDA). Currently the status of APP is that it is 'recommended' that schools use it but it is not statutory. With the change in UK government in May 2010, the status of APP could change. Ofsted said APP was unnecessary in 2010, and the APP documents have not been on the Department for Education's website since 2011. The coalition government has got rid of it. UK schools began implementing Assessment for Learning in 2001 and the approach is now well embedded. APP provides nationally recognised areas of Assessment Focus for teachers to assess. APP has been part of the reason for making National Curriculum Tests optional for all but Year 6. APP in Mathematics APP for mathematics consists of 208 areas of Assessment Focus (AF) across levels 1 to 8, giving between 20 and 25 areas for a pupil to complete per level. The optional National Curriculum tests have tended to test a narrow part of the National Curriculum whereas APP gives a much broader picture. The Assessment Foci can be quite specific, such as "plot graphs of quadratic and cubic functions". Some areas are less traditional and have come as something of a surprise to those who have worked with them. For example, at Level 7 pupils are required to "find the locus of a point that moves according to a specific rule, e.g. the vertex of a square as it rolls along a line": an area that has certainly never been tested in a National Curriculum test. How APP in Mathematics differs from traditional assessment Formative Assessment has been defined as 'activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged'. In the past the focus for assessment has often been summative assessment which is taken after a pupil has completed a unit of work, and often at the end of a school year. APP is formative assessment in that